The Tripod 7Cs™ and the Influence of Teaching - Center for ...

The Tripod 7Cs™ and the Influence of Teaching

on American Adolescents’ Skills, Mindsets, and Agency:from a Cross-Sectional Study of over 16,000 Sixth-to-Ninth Grade Classrooms

Ronald F. Ferguson, PhDHarvard Kennedy School and Tripod Education Partners, Inc.

November 28, 2018

Assessment Research Consortium Fall Summit

Find the study at http://agi.harvard.edu/projects/TeachingandAgency.pdfTech appendix at http://agi.harvard.edu/projects/StatTables.pdf

http://agi.harvard.edu/projects/TeachingandAgency.pdf

http://agi.harvard.edu/projects/StatTables.pdf

2© 2017 Tripod Education Partners

Tripod’s 7Cs Components of Effective Teaching

Personal

Support

• Care

• Confer

Curricular

Support

• Captivate

• Clarify

• Consolidate

Academic

Press

• Challenge

• Classroom

Management

Care

Show concern for students’ emotional and academic well-being

• Build relationships• Address learning needs

Message to Students:

“Your success and well-being matter to me in a serious way.”

3

Confer

Encourage and value students’ ideas and views

• Respect perspectives• Promote discussion• Invite input


“I invite, welcome, and respect your ideas and feedback.”

4

Captivate

Spark and maintain student interest in learning

• Design stimulating lessons• Facilitate active participation


“I find ways to make lessons intellectually stimulating

and relevant.”

5

Clarify

Help students understand content and

resolve confusion

• Explain clearly• Check for understanding• Provide constructive feedback


“I can explain in a variety of ways, and when you

are confused, I will help you understand.”

6

Consolidate

Help students integrate and synthesize

key ideas

• Review and summarize• Connect ideas


“We review and summarize lessons to help make learning coherent and memorable.”

7

Challenge

Insist that students persevere and do their best work

• Press for rigorous thinking• Press for quality work• Press for persistence


“I insist upon real understanding, not just memorization, and I will not let you give up, even when the work becomes difficult.”

8

Classroom Management

Foster orderly, respectful, and on-task classroom behavior

• Manage activities

• Manage behavior


“Our class will remain orderly, on task, and respectful, with learning as our first priority.”

9

Multi-level random effects regression coefficients showing that for each 7Cs component,

the mean of classmates’ responses for that same component is by far the strongest predictor.

Predictors:

Classmates’ Mean

Responses

Dependent Variables: The Individual’s Own Responses

Care Confer Captivate Clarify Consolidate Challenge Control

Column 1 2 3 4 5 6 7

CARE 0.655 0.184 0.139 0.182 0.071 0.084 0.020

CONFER 0.055 0.445 -0.018 -0.030 0.014 0.043 -0.009

CAPTIVATE 0.115 0.030 0.624 0.136 -0.019 0.007 0.040

CLARIFY 0.083 -0.013 0.115 0.444 0.187 0.041 -0.046

CONSOLIDATE -0.009 0.062 0.003 0.036 0.477 0.058 0.004

CHALLENGE -0.065 0.021 -0.073 0.039 0.048 0.499 0.061

CONTROL 0.030 0.060 0.088 0.093 0.067 0.083 0.837

N=One student from each of 14,461 classrooms, 9696 teachers, 486 schools, 26 districts.

random effects version, Universal regressions 3rd batch, sheet 3

EVIDENCE STUDENTS CAN DISTINGUISH THE Cs FROM ON ANOTHER

0.204 0.2100.228

0.256 0.264

0.2960.308

0.280

Care Confer Captivate Clarify Consolidate Challenge Control All

Personal Support Curricular Support Press 7C’s Composite

Average of MET Middle School Correlationsbetween Value Added and 7Cs Ratings for Reading and Math

(All are statistically significant at 0.01 or above.)

ClassroomManagement

Agency is essentially the capacity and propensity to take purposeful initiative. Effective agents do not respond passively to their circumstances; they seek meaning and act with purpose to produce the changes they desire in their own and others’ lives.

Agency as the Umbrella Concept

Trust vs. MistrustHappiness

Anger

Cooperation vs. MisbehaviorPunctuality

Good Conduct

Ambitiousness vs. AmbivalenceMastery Orientation

Sense of Efficacy

Diligence vs. DisengagementEffort

Help Seeking

Satisfaction vs. DisappointmentPerceived Learning

Satisfaction with Achievement

Expected Grade in Class

Success Skills and Success MindsetsConscientiousness

Growth Mindset

Future Orientation

Agency-Related Factors in this Report

TripodEngagement Goals

Mindset Outcomes

Exhibit 13

Engagement Target One: Trust vs. Mistrust

-0.20 -0.10 0.00 0.10 0.20 0.30 0.40 0.50 0.60

ClassGPA

Teasing

CONTROL

require persistence

require rigor

instructive feedback

lucid explanations

clear up confusion

CONSOLIDATE

CAPTIVATE

CONFER

CARE

CH

ALL

ENG

EC

LAR

IFY

<>

Happy in Class

A Students B Students C Students

-0.40 -0.30 -0.20 -0.10 0.00 0.10 0.20 0.30

ClassGPA

Teasing

CONTROL

require persistence

require rigor


lucid explanations

clear up confusion

CONSOLIDATE

CAPTIVATE

CONFER

CARE

CH

ALL

ENG

EC

LAR

IFY

<>

Angry in Class


Exhibit 14Engagement Target 2: Cooperation vs. Misbehavior

-0.30 -0.20 -0.10 0.00 0.10 0.20 0.30

ClassGPA

Teasing

CONTROL

require persistence

require rigor


lucid explanations

clear up confusion

CONSOLIDATE

CAPTIVATE

CONFER

CARE

CH

ALL

ENG

EC

LAR

IFY

<>

Punctual to Class


-0.30 -0.20 -0.10 0.00 0.10 0.20 0.30

ClassGPA

Teasing

CONTROL

require persistence

require rigor


lucid explanations

clear up confusion

CONSOLIDATE

CAPTIVATE

CONFER

CARE

CH

ALL

ENG

EC

LAR

IFY

<>

Good Conduct in Class


-0.80

-0.60

-0.40

-0.20

0.00

0.20

0.40

0.60

0.80

Q1Care Q2Care Q3Care Q4Care Q5Care

Exhibit 15: Happy in Classby quintiles of classmates' care and other Cs

Q1_Oth6Cs Q2_Oth6Cs Q3_Oth6Cs

Q4_Oth6Cs Q5_Oth6Cs Overall

-1.00

-0.80

-0.60

-0.40

-0.20

0.00

0.20

0.40

0.60

Q1Care Q2Care Q3Care Q4Care Q5Care

Exhibit 16: Good Conduct in Classby quintiles of classmates' care and other Cs

Q1_Oth6Cs Q2_Oth6Cs Q3_Oth6Cs Q4_Oth6Cs Q5_Oth6Cs Overall

-0.22

-0.19

-0.15

-0.12

-0.12

-0.09

0.06

0.11

0.17

0.19

0.21

0.23

0.26

0.26

0.27

0.14

0.08

0.23

0.09

0.08

0.18

-0.11

-0.07

-0.05

-0.09

-0.04

-0.07

-0.11

-0.04

-0.01

-0.30 -0.20 -0.10 0.00 0.10 0.20 0.30

I try to be very strict in the way that I…

I demand that students arrive at my…

I am effective at teaching students to…

In this class, I talk about how new…

When planning lessons, I don't think…

I require students in my class to work…

I try to be flexible if students want me…

I try hard to make lessons enjoyable.

I require students to retake tests or re-…

I'd like to learn better ways of…

I use the first few minutes of class time…

I find ways to praise students for good…

I try to pay special attention to…

I take effort into account when…

I talk to students about their lives…

Teac

her

s' r

esp

on

ses

rela

ted

to

bei

ng

STR

ICT.

Teac

her

s' r

esp

on

ses

rela

ted

to

bei

ng

NIC

E.

Exhibit 17Coefficients on care and classroom management in multivariate

equations using 7Cs components from students' responses to predict their teachers' responses on listed teaching practices.

How strongly classroom management predicts (with other Cs equal)

How strongly care predicts (with other Cs equal)

Exhibit 18Engagement Target 3: Ambitiousness vs. Ambivalence

-0.20-0.15-0.10-0.05 0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35

ClassGPA

Teasing

CONTROL

require persistence

require rigor


lucid explanations

clear up confusion

CONSOLIDATE

CAPTIVATE

CONFER

CARE

CH

ALL

ENG

EC

LAR

IFY

<>

Mastery Orientation


-0.15 -0.10 -0.05 0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35

ClassGPA

Teasing

CONTROL

require persistence

require rigor


lucid explanations

clear up confusion

CONSOLIDATE

CAPTIVATE

CONFER

CARE

CH

ALL

ENG

EC

LAR

IFY

<>

Efficacy


Exhibit 19Engagement Target 4: Diligence vs. Disengagement

-0.20 -0.10 0.00 0.10 0.20 0.30

ClassGPA

Teasing

CONTROL

require persistence

require rigor


lucid explanations

clear up confusion

CONSOLIDATE

CAPTIVATE

CONFER

CARE

CH

ALL

ENG

EC

LAR

IFY

"---

Effort


-0.15 -0.10 -0.05 0.00 0.05 0.10 0.15 0.20 0.25

ClassGPA

Teasing

CONTROL

require persistence

require rigor


lucid explanations

clear up confusion

CONSOLIDATE

CAPTIVATE

CONFER

CARE

CH

ALL

ENG

EC

LAR

IFY

<>

Help Seeking



-0.40 -0.30 -0.20 -0.10 0.00 0.10 0.20 0.30 0.40 0.50

ClassGPA

Teasing

CONTROL

require persistence

require rigor


lucid explanations

clear up confusion

CONSOLIDATE

CAPTIVATE

CONFER

CARE

CH

ALL

ENG

EC

LAR

IFY

<>

Hide Effort


-0.20 -0.10 0.00 0.10 0.20 0.30

ClassGPA

Teasing

CONTROL

require persistence

require rigor


lucid explanations

clear up confusion

CONSOLIDATE

CAPTIVATE

CONFER

CARE

CH

ALL

ENG

EC

LAR

IFY

"---

Effort



-0.30 -0.20 -0.10 0.00 0.10 0.20 0.30

ClassGPA

Teasing

CONTROL

require persistence

require rigor


lucid explanations

clear up confusion

CONSOLIDATE

CAPTIVATE

CONFER

CARE

CH

ALL

ENG

EC

LAR

IFY

<>

Don't Try in General


-0.30 -0.20 -0.10 0.00 0.10 0.20 0.30 0.40

ClassGPA

Teasing

CONTROL

require persistence

require rigor


lucid explanations

clear up confusion

CONSOLIDATE

CAPTIVATE

CONFER

CARE

CH

ALL

ENG

EC

LAR

IFY

<>

Give up if Work Is Hard


Exhibit 22Contrasting Predictors of Perceived Learning and Happy in Class

-0.20 -0.10 0.00 0.10 0.20 0.30 0.40 0.50

ClassGPA

Teasing

CONTROL

require persistence

require rigor


lucid explanations

clear up confusion

CONSOLIDATE

CAPTIVATE

CONFER

CARE

CH

ALL

ENG

EC

LAR

IFY

<>

Perceived Learning


-0.20 -0.10 0.00 0.10 0.20 0.30 0.40 0.50 0.60

ClassGPA

Teasing

CONTROL

require persistence

require rigor


lucid explanations

clear up confusion

CONSOLIDATE

CAPTIVATE

CONFER

CARE

CH

ALL

ENG

EC

LAR

IFY

<>

Happy in Class


Exhibit 23Engagement Target 5: Satisfaction vs. Disappointment

-0.20 -0.10 0.00 0.10 0.20 0.30 0.40

ClassGPA

Teasing

CONTROL

require persistence

require rigor


lucid explanations

clear up confusion

CONSOLIDATE

CAPTIVATE

CONFER

CARE

CH

ALL

ENG

EC

LAR

IFY

<>

Satisfaction with what's been achieved.


-0.30 -0.20 -0.10 0.00 0.10 0.20 0.30 0.40

ClassGPA

Teasing

CONTROL

require persistence

require rigor


lucid explanations

clear up confusion

CONSOLIDATE

CAPTIVATE

CONFER

CARE

CH

ALL

ENG

EC

LAR

IFY

<>

Expected Grade in the Class


-0.15 -0.10 -0.05 0.00 0.05 0.10 0.15 0.20 0.25 0.30 0.35

ClassGPA

Teasing

CONTROL

require persistence

require rigor


lucid explanations

clear up confusion

CONSOLIDATE

CAPTIVATE

CONFER

CAREC

HA

LLEN

GE

CLA

RIF

Y<>

Exhibit 25Develop Conscientiousness


Exhibit 26Success Skills (re. Conscientiousness Skills) and Success Mindsets

-0.05 0.00 0.05 0.10 0.15 0.20 0.25 0.30

ClassGPA

Teasing

CONTROL

require persistence

require rigor


lucid explanations

clear up confusion

CONSOLIDATE

CAPTIVATE

CONFER

CARE

CH

ALL

ENG

EC

LAR

IFY

<>

Develop Future Orientation


-0.15 -0.10 -0.05 0.00 0.05 0.10 0.15 0.20

ClassGPA

Teasing

CONTROL

require persistence

require rigor


lucid explanations

clear up confusion

CONSOLIDATE

CAPTIVATE

CONFER

CARE

CH

ALL

ENG

EC

LAR

IFY

<>

Develop Growth Mindset


EMERGING GUIDELINES FOR

TEACHING

TO CULTIVATE AGENCY

Care

Be attentive and sensitive, but avoid a

tendency among sensitive teachers to

coddle students in ways that hold them to

lower standards and undermine their

agency.

Confer

Encourage and respect students’

perspectives and honor student voice, but

also stay focused on instructional goals;

avoid extended discussions that have no

apparent purpose and thereby fail to model

self-discipline and effective agency.

Captivate

Strive to make lessons stimulating and

relevant to the development of agency. If

some students seem unresponsive, do not

assume they are disinterested. Some

students—and especially those who

struggle—purposefully hide their interest

and their effort.

Consolidate

Regularly summarize and check for

understanding, because consolidation helps

to solidify learning and models your agency

as a teacher, even when students seem

reticent or disinterested.

Clarify

Clarify by clearing up confusion: take regular

steps to detect and respond to confusion in class,

but in ways that share responsibility with students

for doing the thinking.

Clarify with lucid explanations: strive to develop

clear explanations—especially for the material that

students find most difficult—including lucid

examples of how the skills and knowledge you

teach can support effective agency.

Clarify with instructive feedback: give instructive

feedback to help scaffold student agency in

correcting their own work and building their own

understandings.

Challenge

Challenge by requiring rigor: press students

to think deeply instead of superficially about

their lessons; set and enforce performance

goals that require students to use reasoning

and exercise agency.

Challenge by requiring persistence:

consistently require students to keep trying

even when work is difficult—to give their best

efforts and produce their best work—knowing

that few things could be more important for

developing agency.

Classroom Management

Strive to achieve respectful, orderly, on-task

student behavior in your class by teaching in

ways that clarify, captivate, and challenge—in

support of agency—instead of imposing

control by intimidation and coercion.

Responses to Student Feedback on the 7C

Reflecting and Deflecting

Reflecting #1

What did you learn from the student feedback?

I learned that some of my own personal challenges manifest themselves in my classroom and therefore in my students' work habits. I am not great at managing my own time and lack organization. These were clear weaknesses expressed in the survey (i.e. students do not believe they are learning to use their time wisely or becoming more organized). This also shows up in "Our class stays busy and doesn't waste time."

Reflecting #1

How did you respond to that feedback?I took the survey and appreciate the quick turnaround in the feedback, but I really didn't have much follow through. The survey's were not much talked about and I didn't think about it much.

What difference do you think it made?There’s always next year?

Reflecting #2What did you learn from the student feedback?

My "confer" score was among my lowest and I was surprised to learn that my students felt that I don't answer their questions or don't explain the answer well enough for them to understand.

How did you respond to that feedback?

I gave each student 2 index cards - one they had to hand in with a current question on it and one they could keep to submit to an anonymous question box in the future which I check regularly. From the list of questions generated from the cards, I made some time for review in class and in subsequent classwork so that I better covered the material they had lingering questions about.

Reflecting #2

What difference do you think it made?

For the short term, I think I answered all of the questions that were lingering. In the long term I'm not sure if they feel more comfortable asking questions or feel that I explain everything clearly enough for them to have mastery of the topic.

Reflecting #3


I was confirmed in some of my assessment of myself and surprised by other parts. I knew I needed to work on consolidating, for example, but was surprised that I was weak on 'clarify'. I felt sure that was an area where I was strong...always prided myself in explaining things in a lot of different ways to kids! I knew I would be high on 'challenge', but thought I would be much lower on 'care' than I was. The kids see me as softer than I see myself.

Reflecting #3


I definitely went to work on consolidating learning at the end of classes. I gave more exit-questions, summarizers, tickets-to-leave. I saw how clarifying it is for me - I can measure better whether the learning objective was reached or not. The kids feel better...“Oh! I actually did learn something today". I laid off on judging myself so much for being too hard on the kids...maybe I'm not so cold after all. The 'clarity' is the hardest. I think I'm more lost there that I like to admit.

Reflecting #3


It made me consider the students more - to look at myself more objectively, as if I were one of the kids. What IS it like to be in my class-room? How do I help students learn, or not? It also gave me very specific things to work on in my practice.

Reflecting #4


That sometimes I move to fast with vocabulary/concepts.


I have added more activities to reinforce vocab and added more time for processing.


I think for those particular students it has aided their grasp of the unit.

Deflecting #5


That my period 6 class has a different reaction to how I care than I do.


I looked at their responses to try to figure out how they interpreted the questions.


Unfortunately, very little b/c I do not think that data is reliable.

Deflecting #6

What did you learn from the student feedback?The feedback was somewhat confusing as the students interpreted questions differently on the rating scale. The scale did not accurately assess all of the questions.How did you respond to that feedback?I continue to teach as I always have.What difference do you think it made?Not much. The survey seems to imply that all the responsibility for student success is on the teacher.

Parallel Status and Development Measures

DEVELOPMENT STATUS

Conscientiousness

▪ In this class, students learn to be more organized.

▪ I am the type of person who is well organized.

▪ In this class, students learn to keep trying when work becomes difficult.

▪ I am the type of person who keeps trying even when I feel like giving up.

▪ In this class, students learn to become better at using time wisely.

▪ I am the type of person who uses time wisely.

▪ In this class, students learn to focus more on the quality of their work.

▪ I am the type of person who focuses on the quality of my work.

0.46

0.520.54

0.22

0.15 0.16

-0.10

0.00

0.10

0.20

0.30

0.40

0.50

0.60

C Students B Students A Students

Multiple Regressions Predicting Conscientiousness Status, by GPA.

Predictor: Own Conscientiousness Status Reported in Another Class

Predictor: Own Efficacy Status Reported in Another Class

Predictor: Own Sense of Purpose Status Reported in Another Class

Predictor: Classmates' Development in this Class*

Predictor: Classmates' Development in their Other Classes*

Data 20,000 6th to 9th graders who were each surveyed in multiple classrooms.See the appendix to the report for which the URL is here on the cover.

Well-Established Engagement Constructs

Tripod Engagement Goals Emotional Engagement

Behavioral Engagement

Motivational Mindsets

Trust vs. Mistrust: Students should feel a positive sense of belonging in the classroom.

Emotional

Cooperation vs. Misbehavior: Students should behave respectfully and follow school rules.

Social

Ambitiousness vs. Ambivalence: Students should feel motivated to master their lessons and be optimistic about prospects for success, undeterred by social comparisons.

Motivational

Diligence vs. Disengagement: Students should exert their best effort and persist in the face of difficulty. Academic

Satisfaction vs. Disappointment: Students in the class should experience a sense of fulfillment and increased efficacy because of what they experience and learn.

Emotional

How the Tripod Engagement Targets are Related to Well-Established Constructs in the Engagement Literature

Selected engagement Items associated with factors that affect or demonstrate personal agency in a particular classroom.

TRUST vs. MISTRUST

HappyNot Angry:

✓ This class is a happy place for me to be.✓ Being in this class makes me feel angry. [Reversed]

COOPERATION vs MISBEHAVIOR

ConductPunctuality

✓My behavior is a problem for the teacher in this class. [Reversed]

✓ I don't really care whether I arrive on time to this class.[Reversed]

AMBITIOUSNESS vs. AMBIVALENCE

Mastery GoalsEfficacy

✓One of my goals in this class has been to learn as much as I can.✓ I’m certain I can master the skills taught in this class.

DILIGENCE vs. DISENGAGEMENT

EffortPersistenceHelp SeekingHelp AvoidanceHiding EffortHolding Back

✓ I have pushed myself hard to completely understand my lessons in this class.✓ In this class, I stop trying when the work gets hard. [Reversed]✓ I would ask the teacher for help if I needed it.✓ If I were confused in this class, I would handle it by myself, not ask for help.✓ Sometimes I pretend I'm not trying hard in this class, when I really am.✓ I sometimes hold back from doing my best in this class, because of what others

might say or think.

SATISFACTION vs. DISAPPOINTMENT

SatisfactionEfficacy

✓ I am satisfied with what I have achieved in this class.✓ I have been able to figure out the most difficult work in this class.

TRIPOD ENGAGEMENT GOALS

CCSR NONCOGNITIVE FACTORS

1.

Social Skills

2.

Academic Behaviors

3.

Academic Mindsets

4.

Learning Strategies

5.

Academic Perseverance

1. Trust Vs. Mistrust

2. Cooperation vs. Misbehavior

3. Ambitiousness vs. Ambivalence

4. Diligence vs. Disengagement

5. Satisfaction/Efficacy vs.

Discouragement

SUCCESS SKILLS, SUCCESS MINDSETS

6. Conscientiousness

7. Growth Mindset

8. Future Orientation

A Crosswalk between the CCSR Noncognitive Factorsand Tripod Agency-Related Factors

Cultural Responsiveness

Ron Ferguson, July 2011


Care: I express caring to every student, being especially sure to not neglect students from any racial, ethnic or social class background. I try to be aware of my biases and to avoid allowing them to affect my interaction with students.



Confer: I elicit and value the classroom contributions of students from all racial, ethnic, social class and cultural backgrounds.



Captivate: I make an effort to use curriculum materials and to design lessons that will be interesting and

relevant to students from a variety of backgrounds. I make a special effort to

pay homage in my lessons and curriculum to the contributions of people from the

groups represented in my class.



Clarify: I try to understand and respond to any systematic patterns of misunderstanding characteristic of students who have had particular life experiences.



Consolidate: I help my students to build integrated understandings of the material that we cover in my class. I am conscious of the fact that my students are building their individual identities and life strategies and I help them to integrate our lessons with their own ideas so that they come away with more complete and coherent understandings of their current and future selves and the contributions they may make to their families, community and society.



Challenge: I challenge all students to think rigorously and to persist in the face of difficulty; I don’t give up on anyone and I don’t let anyone give up on them self.



Classroom Management: I try to understand students’ interpretations of the actions that I take and I use disciplinary practices that fit the infraction and make sense to them.


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